本文選題：高中地理 + 活動(dòng)教學(xué)�。� 參考：《信陽師范學(xué)院》2017年碩士論文

【摘要】：本研究主要目的是找出高中地理活動(dòng)教學(xué)中存在的問題并探討其對(duì)應(yīng)策略。其意義:(1)助力新課程理念的形成和新課標(biāo)的實(shí)施;(2)豐富地理活動(dòng)教學(xué)的理論內(nèi)涵并有的放矢地指導(dǎo)教學(xué)實(shí)踐;(3)轉(zhuǎn)變傳統(tǒng)教學(xué)理念,突出學(xué)生的學(xué)習(xí)主體地位,活躍課堂氣氛,提高教學(xué)效率;(4)啟示教師重視學(xué)生的素質(zhì)和能力的培養(yǎng),提升課堂教學(xué)價(jià)值。本文在國內(nèi)外前人研究成果的基礎(chǔ)上,結(jié)合自己不多的教學(xué)實(shí)踐,對(duì)高中地理活動(dòng)教學(xué)中存在的問題及其應(yīng)對(duì)策略進(jìn)行了調(diào)研和深入地探討。本文共包括以下內(nèi)容:第一部分,闡明了研究背景和研究意義,分析了地理活動(dòng)教學(xué)的國內(nèi)外研究現(xiàn)狀,厘清了研究思路。第二部分,運(yùn)用文獻(xiàn)分析法對(duì)地理活動(dòng)教學(xué)的概念進(jìn)行了界定,并進(jìn)一步分析了活動(dòng)教學(xué)理論和其他教育理論的相關(guān)性。第三部分,運(yùn)用問卷調(diào)查及訪談?wù){(diào)查法,對(duì)山西太原地區(qū)部分高中高一學(xué)生和一線地理教師進(jìn)行了問卷調(diào)查和訪談?wù){(diào)查,了解到了目前高中地理課堂活動(dòng)教學(xué)的一些問題并解析了原因。第四部分,筆者針對(duì)第三部分調(diào)查結(jié)果反映出的問題,依據(jù)相關(guān)教育理論和成功案例提出相應(yīng)的切實(shí)可行的教學(xué)策略,這是本文的核心部分。第五部分,結(jié)論與討論。通過調(diào)研發(fā)現(xiàn),當(dāng)前地理活動(dòng)教學(xué)中普遍存在的問題有:(1)地理活動(dòng)開展頻率較以往略高,但教師對(duì)活動(dòng)教學(xué)認(rèn)識(shí)不足;(2)地理活動(dòng)教學(xué)目標(biāo)不明確,教學(xué)效果不佳;(3)課堂地理活動(dòng)教學(xué)形式單一,教學(xué)方法陳舊;(4)地理活動(dòng)的實(shí)施缺乏計(jì)劃性,課堂超時(shí)現(xiàn)象明顯;(5)地理活動(dòng)教學(xué)評(píng)價(jià)機(jī)制單一。針對(duì)上述問題,本文的主要應(yīng)對(duì)策略是:(1)教師應(yīng)改變傳統(tǒng)理念積極開展活動(dòng)教學(xué),并深入研究活動(dòng)教學(xué)相關(guān)理論;(2)教師應(yīng)多采用引導(dǎo)教學(xué)法,學(xué)生應(yīng)養(yǎng)成自主學(xué)習(xí)的習(xí)慣,改變以往被動(dòng)接受式的學(xué)習(xí)習(xí)慣;(3)教師要在教學(xué)過程細(xì)節(jié)上精心設(shè)計(jì),充分協(xié)調(diào)教學(xué)內(nèi)容和學(xué)生的心理發(fā)展水平;(4)活動(dòng)教學(xué)目標(biāo)要設(shè)計(jì)三維目標(biāo),分層次使教學(xué)有的放矢,并側(cè)重能力培養(yǎng);(5)評(píng)價(jià)要具有整體性、過程性、多元化,不能以單一的學(xué)生成績(jī)來評(píng)價(jià)地理活動(dòng)教學(xué)效果。本研究的創(chuàng)新點(diǎn)是:本研究將結(jié)合教育傳播學(xué)理論及有效教學(xué)理論研究地理活動(dòng)教學(xué),本文還將以學(xué)生的視角來研究活動(dòng)教學(xué)。
[Abstract]:The main purpose of this study is to find out the problems existing in the teaching of geography activities in senior high school and to explore the corresponding strategies. Its significance: 1) to help the formation of the new curriculum concept and the implementation of the new curriculum standard) to enrich the theoretical connotation of geography activity teaching and to guide teaching practice in a purposeful way) to change the traditional teaching ideas, to highlight the students' position as the main body of study, and to enliven the classroom atmosphere. To improve the teaching efficiency 4) to inspire teachers to attach importance to the cultivation of students' quality and ability, and to enhance the value of classroom teaching. On the basis of the previous research results at home and abroad and combining with my few teaching practices, this paper investigates the existing problems and countermeasures in the teaching of geography activities in senior high school. This paper includes the following contents: the first part clarifies the research background and significance, analyzes the domestic and foreign research status of geography activity teaching, and clarifies the research ideas. In the second part, the concept of geography activity teaching is defined by literature analysis, and the correlation between activity teaching theory and other educational theories is further analyzed. In the third part, by using the method of questionnaire and interview, the author makes a questionnaire survey and interview on some senior high school students and first-line geography teachers in Taiyuan, Shanxi Province. Some problems in high school geography classroom activity teaching are understood and the reasons are analyzed. In the fourth part, the author puts forward some practical teaching strategies according to the relevant educational theories and successful cases in view of the problems reflected in the third part of the investigation, which is the core part of this paper. The fifth part, conclusion and discussion. Through the investigation, it is found that the common problems in current geography activity teaching are: 1) the frequency of geography activities is slightly higher than that of the past, but the teachers do not have a clear understanding of the activity teaching. 2) the goal of geography activity teaching is not clear. The teaching effect is not good (3) the classroom geography activity teaching form is single, the teaching method is out of date and there is no plan for the implementation of the geography activity, the phenomenon of classroom overtime is obvious (5) the geography activity teaching evaluation mechanism is single. In view of the above problems, the main strategy of this paper is: 1) the teacher should change the traditional idea to develop active teaching, and deeply study the related theories of activity teaching. 2) the teacher should adopt the guiding teaching method, and the students should form the habit of autonomous learning. Teachers should carefully design the details of the teaching process, fully coordinate the teaching contents and the level of students' psychological development. (4) the teaching objectives of the activities should be designed three dimensional goals, and the teaching should be targeted at different levels. The evaluation should be holistic, procedural and pluralistic, and the teaching effect of geography activities should not be evaluated by a single student achievement. The innovation of this study is that this study will combine the theory of educational communication and effective teaching theory to study the teaching of geographical activities, and this paper will also study the teaching of activities from the perspective of students.
【學(xué)位授予單位】：信陽師范學(xué)院
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：G633.55

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本文編號(hào)：1775669